My Three loved sorting the word I, see, and the. He could read I, of course, and with some help remembered the word see.

The word the, however, was a tricky one- especially without a beginning sound clue. He constantly needed me to tell him what the word was.

But that’s perfectly fine. Since he’s really not ready for sight words yet, my purpose for this activity was to build concepts of print: specifically, the understanding that each printed word represents one spoken word.

He chose a Fall word to complete his first sentence.

Next, he put the words on the pocket chart in the order that I gave him. “We’re going to make the sentence I see the crow. Let’s put up the “I” first. Now can you find “see”? Here’s the word “the.” Now it’s time for your Fall word and picture.”

When my Three put the words up, he wanted to cram them all together, but I pulled them apart so he could see each individual word.

After he made and read three sentences with me, he was tired. So I built the rest of the sentences while he watched. (And a certain little one-year-old had to have a turn! I just love hearing her nonsense words as she pretends to read.)

Finally, my Three read all the sentences himself using the pointer and picture clues.

I just love how pocket chart sentences reinforce concepts of print, teach sight words, and build vocabulary all at the same time! (Plus, they’re a great confidence booster!)

Hello, Pratibha! If you have space, I recommend a wall pocket chart. I have heard good things about the tabletop ones but have not personally used them. I like the convenience idea, but I also know they don’t have as much space.

All I can say is, “Thank you, Thank you, Thank you!” Your materials are soooo on point and exactly what my brain is thinking, but can usually never find. Please keep moving forward with your very important work….you are helping more children learn and enjoy education more than you could ever know.:)